SHS1 Arabic · Semester 1 Week 8: Everyday Oral Communication

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.3 - Tell the distance between your house to the school, market, shopping centre, or city centre.

By the end of the lesson, learners can:

Ask and answer questions about distances in kilometres using the pattern “كم كيلومتر؟” (How many kilometres?) and “كم تبعد…؟” (How far is…?).
State the distance between their house and at least three local landmarks (school, market, shopping centre, or city centre) in Arabic, using full sentences.
Read and interpret distance information from a simple map or route chart showing Ghanaian towns and cities.
Use the phrase “يستغرق وقت السفر” (travel time takes) to describe how long a journey takes by car or on foot.
Compare distances between two places using “أبعد من” (farther than) and “أقرب من” (closer than).

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 1.2.1.CS.1 - Demonstrate knowledge and application of arithmetic methods to calculate in hundreds and thousands, quantities, distance and weight. help learners organise themselves according to their different skills and capabilities Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies, and strategies to address them. 1.2.1.LO.1 Calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use. 1.2.1.LO.2 Calculate the distance between places you know, your weight and those of items you use 1.2.1.LO.3 Identify appropriate culturally specific expressions for misfortunes or losses in business or properties. 1.2.1.LO.4 Employ various conversation strategies such as interrogative statement, surprise and wonder to advance an argument. 1.2.1.LO.5 Orally give a short presentation about Ghanaian independence celebration 1.2.1.LO.6 Give the denotative meanings of words in a text from Arabic to English or vice versa. 1.2.1.LO.7 Give the connotative meanings of words in a text from Arabic to English or vice versa.
Indicator: 1.2.1.LI.3 - Tell the distance between your house to the school, market, shopping centre, or city centre.
Suggested placement: Semester 1, Week 8 (Week 8 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 59

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities, Drills and Practice:
Drills and Practice: Tape measurements are employed for learners to calculate distances of classroom walls, as well as the learners' heights. Learners are randomly picked for learners to guess their heights.
كم كيلومتر من أكرا إلى تمالي؟
من أكرا إلى تمالي 956 كيلومتر.
كم تبعد أكرا عن كماسي؟
تبعد أكرا عن كماسسي على الطريق البري مسافة 62.438 كيلومتر، ويستغرق وقت السفر بالسيارة 3 ساعات و 54 دقيقة
Flexible-pace learning: Faster listening students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning: Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers. Allocating different times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies, and strategies to address them.

Assessment (1.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual materials.
- Local and Foreign Currencies
- Interactive materials.
- Textbooks and Reading materials
- Drama space
- Audio-visual material
for speech drills.
- Acting Costume
- Role playing
- Audio-visual
- Materials.